Analyzing Harry Potter

While it's at a DRA 50, 2 of my groups were struggling with the Harry Potter series.  Perhaps it was because of the British slang or the plethora of characters, but only one group is remaining with the series.  One group got through book one, another got through the second and my final group is refusing to quit and halfway through book 3.

I know these books can be a challenge because there is so much information in these intricately written novels.  There are a lot of characters to keep track of and the characters develop complex relationships with one another.

I'm really pleased with how hard my final group is working at analyzing characters:

I hope they keep it up!

Character Traits Cards

We've been doing a lot of work with comparing and contrasting in our small groups.

I've been using character trait cards to help my students build their vocabulary.  Instead of using "dead words," they are focusing on that juicy vocabulary when describing their characters.

I gave them a pack of trait cards and had them discuss as a group which descriptions would align with the characters in their small group novels.  They also had to justify to me why they'd use those specific character traits.

From there, they added the words to their individual character maps:

Then combined their thinking on their group chart:

Due to space, I've been sending them into the hallway to work.  I've got the door propped open and I can see them at all times, so that's not a safety concern.  That way they can talk in a whisper (or as much of a whisper as excited ten year-olds can manage) and not disrupt those students who are silently reading.

(Silently reading and going back to the text for evidence? Score!)

I had another teacher listen in on them while she was observing a classroom and I loved her positive feedback.  Not only was my Harry Potter group on task the entire time (which is a feat within itself!) but they were using those descriptive words to compliment one another.  

She specifically remembered: " (Student's name), you are just as smart as Hermione!"

So cute.

I'm proud of them for really trying to be kind to one another, even when they don't think any teacher is watching.  Well done fifth graders!

Character Analysis

In whole group reading, we've been working on comparing and contrasting characters.  In fifth grade, the expectation is to go much deeper then "one is a boy and one is a girl" responses. 

We've looked at how characters in the same text respond similarly and differently to the same event using Seed Folks as mentor text.

We've looked at how characters from different novels respond similarly and differently to a similar event using Tiger Rising, Because of Winn Dixie and Sarah, Plain and Tall as mentor texts with Rob, Opal and Anne.

We've moved on to looking at Matt and Attean in Sign of the Beaver and how they interact differently with the environment.

As you can see, I broke the reading into three sections.  I modeled the first day, reading the passage aloud and sharing my thinking (metacognition).

They worked with a partner or in a small group of three on part two and on Monday, they'll do part three independently.  They read the passage, take notes since they're "reading with a pencil" and then discuss their ideas.

They're taking notes in the graphic organizer we made in our whole group notebooks:

 While they work, not only are they building their stamina (since testing is a few months away) but I get to see how well they're doing with annotating (stop and jot) as well as analyzing the text. 

 It's a great way to do a quick informal assessment, I just walk around and make notes on a post-it.  I can also do a quick intervention if needed.

Some of them will struggle with this independent task and as I've said before, this productive struggle is perfectly okay.

I'm impressed with how well they're doing!

New Bulletin Board

It was that time again.  The bulletin board change time.

Normally, I don't mind.  However, bulletin board changes coincided with DRA testing and progress reports, so it was a tad stressful trying to get everything accomplished.

Since we've been doing a lot of comparing and contrasting with mentor text like Seed Folks, Tiger Rising, Sarah, Plain and Tall as well as Sign of the Beaver, I decided to carry on the trend.  

I had my small groups pick one event from their small group novels and write about how two different characters reacted to this event, drawing on evidence from the passage.  

We have to post an introduction to our bulletin boards (or as they're called in our performance zone, "Academic Wall Displays").  The introduction should include the task, the learning targets and what standards students are working on.

Naturally a final draft is WAY more exciting if it's on colorful paper!  

I had my students brainstorm and write rough drafts in their notebooks, edit with a partner, then write their final drafts.  Space on the back was provided as well.

(Following example not pictured)

One student wrote about an incident with a bear from Brian's Winter.  In this passage, Brian Robeson (from Hatchet) befriends a skunk (whom he affectionately names Betty).  I was worried I would get a shallow response about how one is a boy and one is an animal.  Instead I was pleasantly surprised when she wrote about how both characters are dealing with loneliness, homelessness and find comfort in their routines with each other.

I'm so excited they're "thinking deeply" about what they're reading!

The Miserable Mill

I really liked the idea of students being in charge of their own small groups, so I gave them large pieces of butcher paper, set guide lines and let them run with it.

We've worked a lot on keeping track of characters, so that was their first focus:

Since some groups were in the middle of novels, they didn't want to change the way they took notes until their next book switch (makes sense to me!).  We've spent a lot of time developing the "left side" of our brains by making lots of charts, changing colors each time and being systematically analytical.

However, just because I'm type A doesn't mean all my students are.  So I embraced the creative idea as well and modeled a less structured way of keeping track of the way a character changes over time.

They really liked this strategy so I think I'll keep allowing them the choice of how they want to organize their notes.  After all, my ultimate goals are to make them life-long avid readers and empower them to take ownership over their learning.  It truly doesn't matter how they take notes and respond to the literature, I just care that they're able to comprehend what they read, discuss the big ideas and be critical thinkers.

New Strategy: Mega Chart

My students have done a great job at keeping track of characters for our novels:

So I decided to try a different strategy:

 I gave them markers and a large piece of paper to keep track of characters.  They were so excited!  Their nerdy reaction to their new task warms my heart :)

I can tell who is contributing to the poster because each student is keeping track of one or two characters instead of all of them.  They will use a different color each time and I can always tell by their handwriting.  They just don't know they're being held accountable for their chart.

Instead of talking with me about how the characters are developing (I know, I already read the books), they'll meet as a group without me to discuss.  Since each person is responsible for a smaller portion, they can go more in depth about those characters and how they're changing throughout the novel.  

I told all my groups that we're preparing for middle school and that means they get more responsibility.  11/12 groups are really excited for the new challenge!  (As for the other...we're working on it.  The first task is making sure they do their homework and show up prepared!)

Happy reading!

Tech Tip: Wordle

I blogged about wordle in the beginning of the year because I love using this (free) web 2.0 tool to make our accountable talk posters and norms, like these:

However, I haven't really used it since.  So in the interest of trying new strategies with my small groups, we will keep track of characters in our novels this way :)

So, for example, if I was making a wordle about Hermione Granger, I'd start with brainstorming a list of descriptive words, character traits, quotes, etc.

I'd type up a list in word (so it's easy to edit):

Helpful hints:

1) If I'm using a phrase or more than one word, I have to use a ~ between words with NO spaces.  The ~ is above your tab key if you're on a PC

2) If you want a word to appear larger, type it more than once (ex: her name)

From there, I'd go to wordle and select create:

Then after selecting create, I copy and paste in my list from word:

Then hit go.

From there, I get my wordle:

Which I can customize with the font, layout & color until I get one I like:

From there, I can print or use another web 2.0 tool like Jing to take a snapshot & save as a png (picture).

I can also go back to my list in word and add more words, then repeat the process!

Enjoy!

Chronological Order Sorts all up for the Percy Jackson!

I'm pleased to announce that chronological order sorts are now up for all 5 of the Percy Jackson series on TpT!  Answer keys are included and my students love the challenge!  I love hearing my students analyze how characters develop over time and how events build upon one another to provide meaning!

I also learned how to add custom categories on my TpT site:

I'm really excited for being able to organize my products to make it easier for customers :)

Happy reading! 

New Strategy

I saw this idea on pinterest and I'm really excited to try it with my small groups!

I'll have them write down their favorite quotes from the novel we are reading and then justify why they chose those quotes :)

I'm also excited to try it for characters.  Instead of having students keep track of all the characters in the novel, I'll have them keep track of one or two in depth.  When we're done with our book, I'll have them compare and contrast the characters.

This strategy would also work well for settings or interesting words.

I'm excited for them to try this new format in their notebooks!

Novel Guide: Harry Potter and the Order of the Phoenix

Yet another product has been revised and posted on TpT!  Like my other novel guides, this product has suggested spelling and vocabulary words, pre and post reading activities, homework questions for each chapter and comprehension questions with suggested answers for each chapter.

I've truly done all the prep work for you! (Since I love reading and the Harry Potter series, it wasn't really work.)

Snag yours here!

Elf on the Shelf, Classroom edition

Perhaps I'm a little behind on the times, but this was the first year I heard of the "Elf on the Shelf" phenomena.

I don't have children of my own yet, so I didn't see the point in purchasing one for myself.

However, after browsing pinterest, I kept seeing lots of ideas for a classroom adaptation.  Granted, there are blog posts like this that discourage the Elf, so you might need to treat it cautiously.  I'd set up the elf as a winter visitor without religious ties and send a note home to parents & families before hand to cover my self.

Fellow teachers at my school used it this year and said it was very helpful with management!

Here are some of my favorites:

I'd need my sign to say Winter Break, not Christmas break but still a cute idea

I could easily hide him/her in my bookshelves...

In this case, it'd need to say "I will be a good listener"

The elf could totally hang out with our school supplies...

Or take a nap with a tissue blanket!

Perhaps the elf could use technology to leave us  messages...

Creepy...but in a fun way.

I can definitely see the elf blogging!

This would be easy to duplicate!

We already have jenga boards that have been upcycled to be character questions or multiplication problems...

He/she could be reading our grade level read aloud...

Or be mischievious!

I'm a fan of these simple (no mess ones) as opposed to these ideas:

My classroom is messy enough. I don't need to create additional messy areas.

I think I may need to pick up my own elf for next year!  Of course, I'll wait until after Christmas when it's on sale :)

I'm still debating between the "traditional" elf (which apparently can be dressed up!) and this version:

We'll see what's on sale!  Good thing I've got a year to think about it!

character charts

As we're finishing up our novels, we're posting our character and setting charts on the wall:

 I think I'm running out of space! I think I'll take them down, put them on a book ring:

And create a flipchart.

Plus, that'd free up valuable wall space!  Based on one of my fabulous neighbor's suggestions, I'm going to make a "shout out" board where I can post good examples of their "must do's" and work.

I had a major problem last week with a very small percentage of my classes not doing the must do correctly and on time.

Part of it was my fault for not explicitly modeling, but part of it was due to their desires to rush to do centers. 

So, as always in teaching, I'll make adjustments for next time.

I think having the positive motivator of being on the display board will definitely help! Stay tuned :)

New chronological order sort!

A chronological order sorts for Lois Ruby's Steal Away Home is now available on TpT!  

The sort is 18 pages long with an included answer key. 

My students love these sorts and hopefully yours will too!

Tiger Rising Chronological Order Sort

I've just posted another chronological order sort to my TpT page!  This is product # 84 :)

This one is for Kate DiCamillo's novel The Tiger Rising.  It includes twenty six events and an answer key for students to check their work.

In doing this, students will see how Rob, Willie Mae and Sistene develop over time (aligning with RL 5.5 of text structure with the Common Core state standards). 

My students play this center as a culminating activity when they're done with the novel (because the center reveals events that end at at book).  They usually play it once or twice before moving on to another novel but I have 12 groups, so another group reads the novel soon and I can reuse the center the whole year!

As a challenge, I like to have my students create additional events to put into the sort or choose an event to write about.  They love the challenge!

My students love these sorts and you can snag one for your students too!

Snap Shots

As stated in a few prior posts, I don't have anything in my TpT store that I wouldn't and haven't used in my own classroom.  Everything I make is for my students, then shared.

I guess I'm taking advantage of this magical "free time" before I start a family to create these timeless, rigorous activities for and with my students.  

I'm only in 2 college classes and my boyfriend has an odd work schedule, so it works out in my students' favor.  I'm not very good at relaxing.  I'm great at watching Netflix, don't get me wrong, but I feel like I need to be doing something else too.  Good thing I can type without looking at the keys!

My students used 2 of our centers this week.

The first is our new Tiger Rising center:

They were quizzing each other on the characters in the novel based on descriptions from the text.  It's a great way to compare and contrast characters!

The second is our map sort center:

We used this as a small group review before we took our science test today on types of maps.  Technically, this is a science & social studies hybrid assessment (geography) but students had to create topographic maps, so it ties in with landforms as well! 

(Yes, it's pink.  That's normal for my classroom :)  )

Just some snap shots of our collaborative learning this week!

Percy-a-pooluza!

Today was focused entirely on Greek mythology and I loved it :)

First we went to the Smith Center to see Jason and the Argonauts. It was great! It was a quasi-modern retelling and Spiderman made an appearance :) I love superhero and Star Wars references!

When we got back, we reviewed character analysis and read more of the Lightning Thief, pausing to make predictions, analyze characters, and practice all sorts of great reading skills!

Naturally, I stopped at the good parts :)

They're in the middle of chapter 10.  Percy, Annabeth & Grover just realized the Fates are on the bus.  Not only are they on the bus, but headed toward the back...

Cue dun-dun-dun music!

We also analyzed different characters with our table teams:

And recorded our thoughts:

I had them refer back to the portion of the text that justified their character analysis.  It was an easy way to review the importance of using evidence. 

We also analyzed the cover differences between the novel and graphic novel:

Happy reading!